| Year Group | Skills And Knowledge Progression | National Curriculum Links |
| Autumn | Spring | Summer |
| Year 3 | Animals Inc Humans LOs to be covered: - To identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.
- To identify that humans and some other animals have skeletons and muscles for support, protection and movement.
| Forces & Magnets LOs to be covered: - To compare how things move on different surfaces.
- To notice that some forces need contact between two objects, but magnetic forces can act at a distance.
- To observe how magnets attract or repel each other and attract some materials and not others.
- To compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.
- To describe magnets as having two poles.
- To predict whether two magnets will attract or repel each other, depending on which poles are facing.
Rocks LOs to be covered: - To compare and group together different kinds of rocks on the basis of their appearance and physical properties.
- To describe how fossils are formed when things that have lived are trapped within rock.
- To recognise that soils are made from rocks and organic matter.
| Plants LOs to be covered: - To identify and describe the functions of different parts of flowering plants, roots, stem/trunk, leaves and flowers.
- To explore the needs of plants for life and growth and how they are different from plant to plant.
- To investigate the way in which water is transported within plants.
- To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Light LOs to be covered: - To recognise that I need light in order to see things and that dark is the absence of light.
- To notice that light is reflected from surfaces.
- To recognise that light from the sun can be dangerous and that there are ways to protect my eyes.
- To recognise that shadows are formed when the light from a light source is blocked by a solid object.
- To find patterns in the way that the size of shadows change.
| Working Scientifically - To ask relevant questions and use different types of scientific enquiries to answer them.
- To set up different practical investigations, compare things and make fair tests.
- To make organised and careful observations and take accurate measurements using the right units using a range of equipment.
- To gather, record, sort and present data in a variety of ways to help in answering questions.
- To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.
- To report findings from investigations, including explaining by talking and writing about them, displaying or presenting results and conclusions.
- To use results to draw simple conclusions, make predictions, suggest improvements and ask more questions.
- To identify differences, similarities or changes related to simple scientific ideas and processes.
- To use clear scientific evidence to answer questions or to support my findings.
|
| Year 4 | Sound LOs to be covered: - To identify how sounds are made, associating some of them with something vibrating.
- To recognise that vibrations from sounds travel through a medium to the ear.
- To find patterns between the pitch of a sound and features of the object that produced it.
- To find patterns between the volume of a sound and the strength of the vibrations that produced it.
- To recognise that sounds get fainter as the distance from the sound source increases.
States of Matter LOs to be covered: - To compare and group materials together, according to whether they are solids, liquids or gases.
- To observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius.
- To identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
| Electricity LOs to be covered: - To identify common appliances that run on electricity.
- To make a simple electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
- To identify whether or not a lamp will light in a simple circuit, based on whether or not the lamp is part of a complete loop with a battery.
- To recognise that a switch opens and closes a circuit and link this with whether or not a lamp lights in a simple circuit.
- To recognise some common conductors and insulators, and associate metals with being good conductors.
| Animals Inc Humans LOs to be covered: - To describe the simple functions of the basic parts of the digestive system in humans.
- To identify the different types of teeth in humans and their simple functions.
- To make and understand a variety of food chains, identifying producers, predators and prey.
Living Things & Their Habitats LOs to be covered: - To recognise that living things can be grouped in a variety of ways.
- To explore and use keys to help group, identify and name a variety of living things in my local area and wider environment.
- To recognise that environments can change and that this can sometimes create dangers to living things.
| Working Scientifically - To ask relevant questions and use different types of scientific enquiries to answer them.
- To set up different practical investigations, compare things and make fair tests.
- To make organised and careful observations and take accurate measurements using the right units using a range of equipment.
- To gather, record, sort and present data in a variety of ways to help in answering questions.
- To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.
- To report findings from investigations, including explaining by talking and writing about them, displaying or presenting results and conclusions.
- To use results to draw simple conclusions, make predictions, suggest improvements and ask more questions.
- To identify differences, similarities or changes related to simple scientific ideas and processes.
- To use clear scientific evidence to answer questions or to support my findings.
|
| Year 5 | Earth & Space LOs to be covered: - To describe the movement of the Earth, and other planets, relative to the Sun in the solar system.
- To describe the movement of the Moon relative to the Earth.
- To describe the Sun, Earth and Moon as approximately spherical bodies.
- To use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky.
Forces LOs to be covered: - To explain the unsupported objects fall towards the Earth because of the force of gravity acting between Earth and the falling object.
- To identify the effects of air resistance, water resistance and friction that act between moving surfaces.
- To recognise that some mechanism, including levers, pulleys and gears, allow a smaller force to have a greater effect.
| Properties & Changes of Materials LOs to be covered: - To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
- To know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
- To use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
- To compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal) and response to magnets.
- To demonstrate that dissolving, mixing and changes of state are reversible changes.
- To explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
| Animals Inc Humans LOs to be covered: - To describe the changes as humans develop to old age.
Living Things & Their Habitats LOs to be covered: - To describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
- To describe the life processes of reproduction in some plants and animals.
| Working Scientifically - To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
- To take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
- To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
- To report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
- To use test results to make predictions to set up further comparative and fair tests.
|
| Year 6 | Electricity LOs to be covered: - To link the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
- To compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
- To Use recognised symbols when drawing a simple circuit in diagram.
Evolution & Inheritance LOs to be covered: - To recognise that living things have changed over time and that fossils provide information about living things that inhabited Earth millions of years ago.
- To recognise that living things produce offspring of the same kind but normally offspring vary and are not identical to their parents.
- To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
| Living Things & Their Habitats LOs to be covered: - To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro=organisms, plants and animals.
- To give reasons for sorting plants and animals based on specific characteristics.
Light LOs to be covered: - To recognise that light appears to travel in straight lines.
- To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
- To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
- To use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that make them.
| Animals Inc Humans LOs to be covered: - To identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood.
- To recognise the effect of diet, exercise, drugs and lifestyle on the way bodies function.
- To describe the ways in which nutrients and water are transported within animals, including humans.
| Working Scientifically - To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
- To take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
- To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
- To report and present findings from enquiries, including conclusions, how one thing has affected another and explanations of and how much I trust the results, in spoken and written forms, such as displays and other presentations.
- To use test results to make predictions to set up further comparative and fair tests.
- To identify scientific evidence that has been used to support or refute ideas or arguments.
|
